how to write great essays IELTS

WRITE
GREAT
ESSAYS
HOW
TO
Lauren Starkey
NEW YORK
WRITE
GREAT
ESSAYS
®
HOW
TO
Copyright © 2004 LearningExpress
All rights reserved under International and Pan-American Copyright Conventions.
Published in the United States by Learning Express, LLC, New York.
Library of Congress Cataloging-in-Publication Data:
Starkey, Lauren B., 1962–
How to write great essays / Lauren Starkey. —1st ed.
p. cm.
ISBN 1-57685-521-X
1. English language—Rhetoric—Problems, exercises, etc.
2. Essay—Authorship—Problems, exercises, etc. 3. Report
writing—Problems, exercises, etc. I. Title.
PE1471.S83 2004
808'.042—dc22
2004003384
Printed in the United States of America
9 8 7 6 5 4 3 2 1
First Edition

ISBN 1-57685-521-X
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CONTENTS HOW TO WRITE GREAT ESSAYS

v
Introduction vii
1 Organization 1
2 Clarity 11
3 Word Choice 21
4 Mechanics 39
5 Revising, Editing, and Proofreading 55
6 Untimed Essay Writing Strategies 67
7 Timed Essay Writing Strategies 85
8 Sample Essay Prompts and Essays 97
Resources 111
Contents
Introduction HOW TO WRITE GREAT ESSAYS

vii
I
I
n your preparations for college, you may find yourself facing a handful of high-stakes
essays. Your college application requires at least one, and the SAT requires another.
Depending upon the high school you attend, or the state you reside in, you may need

to write an exit essay, or take the Regents Exam. This book includes specific strategies to
help you write great essays, no matter which type you write.
In contrast to basic writing guides that contain plenty of information you don’t need,
How to Write Great Essays focuses on the topics most important to you now. You won’t find
a comprehensive guide to mechanics, but instead you will get short but thorough lessons
on the most common errors made in grammar, spelling, usage,and how to prevent and cor-
rect these errors. Every chapter is designed to relate directly to your essay, giving you the
knowledge and the know-how you need to succeed.
The book is divided into seven chapters, with the first five covering different aspects of
the writing process:
Introduction
HOW TO WRITE GREAT ESSAYS  Introduction
viii
Chapter 1 shows you how to organize your thoughts and ideas before you begin writ-
ing, with techniques such as freewriting, brainstorming, and outlining.You will even
learn why it’s important to read good writing while preparing your essay.
Chapter 2 is about saying exactly what you mean by avoiding ambiguous language,
using modifiers, eliminating unnecessary words and phrases, and using the active
voice whenever possible.
Chapter 3 examines word choice and how it can accurately convey your ideas. It explains
the most common misused and confused words, denotation versus connotation,
and inclusive language. Important advice about the use of spell checking software
is also included.
Chapter 4 teaches the most common mechanical errors so you can eliminate them
from your writing. Troublesome parts of speech, issues such as noun-verb agree-
ment, and punctuation problems are explained.
Chapter 5 shows you how to revise, edit, and proofread your essay.You will find check-
lists to use during these processes, as well as tips from professional editors. The use
of word-processing programs to help with editing is also covered.
The last three chapters of

How to Write Great Essays will arm you with specific strategies
for writing both timed (SAT, GED) and untimed (college application, exit) essays.
Chapter 6 covers issues such as long-range planning, prewriting, and understanding
the topics. Tips on writing to your audience and striking a balance between for-
mality and informality are also explained.
Chapter 7 shows you how to prepare for timed essays. Learn how to research your exam,
how to familiarize yourself with possible topic choices,and how to budget your time dur-
ing the writing process. The more you know before writing a timed essay, the less stress
you will feel during the exam, and the better the writing you will be able to produce.
Chapter 8 includes sample prompts and essays. Commentary at the end of each essay
explains its strengths and weaknesses.You will be able to see how a number of writ-
ers approached both timed and untimed essay topics, and learn even more about
how you can write a great essay.
Introduction HOW TO WRITE GREAT ESSAYS

ix
No other essay resource, either in print or online, gives you all of the information found
in this book. Everything from prewriting and grammar, to finding and taking practice essay
exams is here. We have done our homework. Now it’s time to do yours. Preparations begin
with reading
How to Write Great Essays.
WRITE
GREAT
ESSAYS
HOW
TO
1
I

I
n a mythic vision, writers sit for hours, scribbling furiously to get down the incredibly
brilliant words that seem to pour from their brains. But “mythic” is the operative word;
it’s not the reality experienced by most writers. Whether you are writing an essay for
the SAT, your college application, or a graduation requirement, forget about the mythic vision.
Even many professional writers find their craft to be a challenge. Journalist and biographer
Gene Fowler noted that “writing is easy; all you do is sit staring at a blank sheet of paper
until the drops of blood form on your forehead.” Essay writing is rarely that tortuous. But
it is important to recognize that in order to do it well, you must commit yourself to a process.
Writing a great essay doesn’t happen in one sitting. (Even when you are being timed, as with
the SAT, your goal is not to turn out a finished piece, but rather to show that you know how
to begin one.)
When the clock is ticking, and you are faced with a blank sheet of paper, don’t wait for
inspiration to strike (sometimes it doesn’t). While creativity and inspiration can play an
important role in good essay writing, organization, discipline, and revision are critical.
Whether you have to write an essay in class, during a test, or for any type of application,
getting down to the business of writing means focusing on these three things. This chap-
ter deals with organization. When you begin your essay with organization, you will have
CHAPTER
Organization
1
1
Organization CHAPTER 1 HOW TO WRITE GREAT ESSAYS

HOW TO WRITE GREAT ESSAYS  CHAPTER 1 Organization
2
guidance and direction through the writing process, especially if you are in a timed situ-
ation. Organization lets you see how your many developing ideas fit within a framework,
and clearly maps out any type of essay you are required to write.
Organization also benefits the reader. By following one of the organizational methods

at the end of this chapter, you will guide your reader from your first to last sentence. He or
she will be able to see how the various points you make in your essay work together and
how they support your thesis. The direction and purpose you get from organization helps
your reader to believe what you are saying, and to willingly follow your lead. Practice the
prewriting and organizational techniques detailed in this chapter. Determine ahead of time
which work well for you, especially if you are going into a timed writing situation. Making
the effort to think through what you want to say, and finding the best way to say it, will sig-
nificantly improve your essay.
PERFECT TIMING
Regardless of how much time you have to complete your essay, try to follow these
guidelines. Spend:
ᎏ
1
4
ᎏ
of your time prewriting and organizing
ᎏ
1
2
ᎏ
of your time writing
ᎏ
1
4
ᎏ
of your time revising and editing

PREWRITING
Prewriting is the critical first step in creating a successful essay. Whether you are handed a
topic, must come up with one on your own, or writing under a time constraint, taking the

time to focus and shape your thoughts will result in a better final product. The six prewrit-
ing strategies explained below may be used both to generate new ideas and to clarify those
you already have. Some strategies are better suited to a longer writing process such as the
college admissions essay, while others may be adapted for when you have just a short period
of time to complete an essay, as with the SAT. Prewriting strategies can also be used effec-
tively when you are faced with a number of possible essay topics and must determine which
is the best vehicle to express your unique thoughts and experiences.
1. FREEWRITING
Freewriting is probably the best-known prewriting technique. It works well when you have
some thoughts on a topic, but can’t envision them as an essay. Freewriting also functions
as a developmental tool, nurturing isolated ideas into an essay-worthy one. People who use
2
Organization CHAPTER 1 HOW TO WRITE GREAT ESSAYS

3
this technique often surprise themselves with what comes out on paper. It is common to
discover a thought or point you didn’t realize you had.
Specifically, freewriting means spending a predetermined period of time writing non-
stop, focusing on a specific topic. In fact, freewriting might better be called “flow writing,”
because the most important aspect to this prewriting technique is the flow, or momentum,
that comes when you stay with it. It works best when you write in full sentences, but phrases
are also effective. The key is to keep writing without regard for grammar, spelling, or wor-
thiness of ideas.Your speed will help keep you from being able to edit or throw out any ideas.
KEYS TO SUCCESSFUL FREEWRITING
◆ Resist the temptation to look back at what you have written during the process.
◆ If you can’t stay on topic, keep writing anything to maintain the flow.
◆ Do not censor yourself; your freewriting is not going to be seen by others, so
commit every thought to paper.
◆ Follow your ideas wherever they lead you.
◆ When finished, read your freewriting with a highlighter, noting the most interesting

and strongest ideas.
◆ Try the process again after you have focused your topic; more ideas may be
generated.
2. BRAINSTORMING OR LISTING
Brainstorming is similar to freewriting in that it is a timed, flowing exercise meant to elicit
many thoughts and ideas on a given topic. However, instead of putting whole sentences or
phrases to paper, this prewriting technique involves creating a list. It might contain various
individual thoughts or ideas that make sense in a particular order,and/or ideas that are linked
together by association with previous ideas. Unlike freewriting, brainstorming works well
in a limited amount of time. Even with the twenty-five minutes allotted for the SAT essay,
it is worthwhile to spend a few moments jotting down your ideas before beginning to write.
Putting your ideas on paper will be especially helpful on the SAT, where your goal is to estab-
lish a point of view on a topic and support your position.
HOW TO BRAINSTORM
◆ If you are not already being timed, set a timer for at least five minutes (the more
time you spend, the more and better ideas you will probably come up with).
◆ List every word or phrase that comes to mind about your topic. If you have not
selected a topic, write in answers to the questions, “What do I have to say to
my audience?” or “What do I want my audience to know about me?”
HOW TO WRITE GREAT ESSAYS  CHAPTER 1 Organization
4
◆ As with freewriting, do not edit or censor any ideas, and ignore the rules of spelling,
grammar, and punctuation.
◆ When you are finished, look over the list carefully. Cross out useless informa-
tion and organize what is left. Categorize similar items.
3. CONCEPT MAPPING/ WEBBING
Mapping and webbing are graphic (visual) organizers that allow you to investigate the rela-
tionships between a number of diverse ideas. Concept mapping is a simple process best used
for exploring topics that are not complex. To make one, draw a circle, and add spokes radi-
ating from it. Put your central idea or subject in the middle, and add subtopics or related

ideas around it in any order. Or, draw a box with your subject written in it, and continue
adding boxes, connected to each other by arrows, showing the development of your idea.
As with other prewriting techniques, do not judge yourself during this process.Write down
any and every thought you have on your subject.
SAMPLE CONCEPT MAP
Creating a web takes more time, but may result in a more useful product. It works well
when exploring a complex subject. To develop a web, write your topic in a circle. Next, write
subtopics in smaller, or secondary circles, each connected to the center by a line. From each
of the secondary circles, draw smaller bubbles in which you brainstorm possible solutions.
Each possible solution is connected to the corresponding secondary bubble by a line.
Both maps and webs should be revised and reworked a number of times. When your ideas
are on paper in one of these graphic organizers, it is easy to see how better to prioritize and
organize them. Use maps and webs as flexible frameworks in which information may be
moved around until it is in the correct place.
Most meaningful experience
of my life
Taught the kids who failed the
swim test how to swim
Summer job as
a camp counselor
Love kids
Why I want to
be a teacher
➧➧➧➧
4
Organization CHAPTER 1 HOW TO WRITE GREAT ESSAYS

5
SAMPLE WEB
5. TAKING STOCK WITH THE 5 WS

Asking “who, what, where, when, and why” is a formula used by journalists, detectives, and
researchers for getting a complete story. This technique is particularly useful for choosing
an essay topic, and for focusing a topic once you have made a selection. There are two sets
of questions for taking stock; one suited for an impersonal or research-type essay, and the
other geared toward a personal essay. Unlike some of the other prewriting techniques, tak-
ing stock should be done deliberately, with great thought given to each question. Do not
rush or include every idea that comes to mind. Even if you are being timed, take a moment
to give the best answer you can for each question. The better focused your answers are, the
more information you will have to use in your essay.
If you are writing a research paper or other type of non-personal writing, and your topic
is already selected or assigned, concentrate on the standard W’s: Who, What, Where, When,
and Why. These questions will help you to quickly develop a great deal of information about
your subject. Every question won’t apply to every essay, and the prompts that follow each W
are meant to be taken as suggestions. Be flexible and use the format as it best fits your topic.
1.
Who: Who is involved? At what level? Who is affected?
2.
What: What is your topic? What is its significance? What is at stake? What are the
issues?
How I have been
influenced by my
English teacher
Strength in
dealing with
difficult issues
Found positives in
battle with cancer
Discipline
At least
30 minutes of

reading a day
Reading
choices
Personal
philosophy
Push yourself past
what you think you
are capable of
Use words
and actions
to show others
who you really are
Not afraid to
assign tough
material
Learned life
lessons from
assigned reading
5 minutes
of writing
a day
HOW TO WRITE GREAT ESSAYS  CHAPTER 1 Organization
6
3. Where: Where does your subject occur? Where is its source?
4.
When: When does your topic occur? When did it begin/end? When must action
be taken to deal with it?
5.
Why: Why is it our subject of interest? Why did it develop as it did? Why should
others be interested in your topic?

Admissions essays and some exit essays are intended to be personal, so you must focus
on yourself. Take time answering the personal, taking-stock questions below. This process
involves a different set of W’s, meant to elicit key information about yourself and about the
topic if it has been chosen.
1. Where have you been (chronological history)?
2. What have you accomplished or achieved?
3. What do you do with your time when not in school?
4. What are you good at? What are you passionate about?
5. Who are/were your major influences?
6. READING GOOD WRITING
Consider your print diet: what are you reading in your spare time? This is an important
question because what you read can influence what you write. The computer science term
“garbage in, garbage out” applies. If you are reading mediocre writing, it won’t help your
essay, but if you consistently read great writing, it can make a difference with your own.
Syntax, structure, and style can improve under the influence of writers who are masters at
their craft.
The following list is based on suggestions made by English professors and teachers, col-
lege counselors, and admissions officers. It includes books and periodicals that cover cur-
rent events, book reviews, science, history, race relations, sports, and other topics. Choose
essays that appeal to you; there is no need to force yourself to read about something you
are not interested in.
PERIODICALS
◆ Harper’s (weekly magazine): essays, fiction, and reporting on political, literary,
cultural, and scientific affairs.
◆ The Economist (daily newspaper): London publication covering world news,
finance and economics, science and technology, books and arts, and business
news.
◆ The New Yorker (weekly magazine): political and business reporting, social com-
mentary, fiction, humor, art, poetry, and criticism.
6

Organization CHAPTER 1 HOW TO WRITE GREAT ESSAYS

7
BOOKS
◆ The Art of the Personal Essay: An Anthology for the Classical Era to the Present,
Philip Lopate, editor (Anchor, 1997): over 75 essays written in the past 400 years
by writers around the globe.
◆ The Best American Essays 2003, Robert Atwan and Anne Fadiman, editors
(Mariner Books, 2003): annual publication since 1986—any year is fine; all vol-
umes include a wide range of subjects.
◆ The Best American Magazine Writing of 2003, American Society of Magazine Edi-
tors, editors (Perennial, 2003): includes pieces on science, sports, current
events, personalities, and fiction.
◆ The Best American Science Writing, Oliver Sacks, editor (Ecco, 2003): 25 essays
on subjects representing most of the sciences, originally published in wide- and
small-circulation periodicals.

ORGANIZATION METHODS
With the exception of concept mapping and webbing, prewriting notes need organization
before the writing of a first draft. There are many effective ways to organize your material
before you start your first draft, so don’t get hung up trying to find the one right way. Some
people like outlines, both creating them and working from them. Others find them inef-
fective and should look at different techniques for imposing a scheme onto their prewrit-
ing notes.
OUTLINE
Creating an outline begins with a reading of your prewriting notes. First, group related ideas
together, looking for major topics (which can be headings) and minor ones (which can be
subheadings, examples, or details). Define your major points, and rearrange them until they
make sense and follow a logical progression.You will be able to see the relationships between
your ideas as you outline them, and determine their importance (major point, minor point,

example, detail). If you need more supporting details or facts—subcategories—you can add
them now. As you outline your information, use one-word topics, short phrases, or write
out full sentences for each point on your outline.
If your prewriting notes are somewhat organized, you can use the outlining feature included
in most word-processing programs to create an outline. Otherwise, arrange them yourself in
a standard outline form using Roman and Arabic numerals and upper and lower case letters:
HOW TO WRITE GREAT ESSAYS  CHAPTER 1 Organization
8
I.
A.
B.
1.
2.
a.
b.
Once you have completed an outline, revise and refine it by following these steps:
1. Write down your overall goal for your essay. What are you trying to say to your
readers?
2. Go over your outline and circle, underline, or highlight your major points or
images. Do they all support your goal?
3. Brainstorm words and phrases that will accurately and concisely express those
points (jot them down in the margin of your outline, or use a separate sheet of
paper).
4. Use this list and your outline to guide your writing. Do not allow yourself to
stray from your goal or your major points.
PYRAMID CHARTS
As you reread your prewriting notes, answer the following:
■ What is the purpose of my essay as a whole?
■ What are the major parts of the whole, and how can they be categorized?
■ What are the minor parts of the whole, and how do they relate to the major

parts?
■ What details can I use to illuminate both major and minor parts?
The answer to the first question is your thesis. Place it at the top of the pyramid. Below
it, write the major parts and join them to the thesis with lines. Next, write the minor parts
beneath the major ones, connecting them with lines. Finally, your details should be added
under the parts to which they correspond.
8
Organization CHAPTER 1 HOW TO WRITE GREAT ESSAYS

9
SAMPLE PYRAMID CHART
Here is an example of a prewriting list and a corresponding pyramid chart.
Local school boards should not be allowed to ban books.
Freedom to read is guaranteed by the U.S. Constitution (1st amendment).
Give students credit—we don’t believe everything we read.
Let us read books and decide what is right.
We need to learn how to think for ourselves.
Library Bill of Rights prohibits banning of books.
Parents and others should trust that we can read conflicting viewpoints and still hold
our own values.
Censorship is wrong.
Education is about opening minds, and censorship is about closing them.
LIST
If you are having trouble with the highly structured outline or pyramid, try listing. Picture
someone reading your completed essay. They will not see the framework behind your words,
but instead will encounter each word, and thus each idea, one at a time. In other words,
reading happens sequentially. With that in mind, organize your notes into a list based on
one of the following strategies:
1.
Order of Importance: rank supporting ideas from most important to least impor-

tant, or vice versa.
2.
Chronological: organize your ideas in the order in which they did happen or will
happen.
School
boards should
not be allowed
to ban books
• Freedom protected by the Constitution
• Students should be trusted
• Censorship is wrong
• Education is about learning many different viewpoints
• Individuals and groups shouldn't take it upon themselves to go against
the law of the land
• ACLU takes on cases of censorship and book banning
• We are allowed to make many decisions, why not what to read?
• Just because we read about a subject does not mean we will imitate it (
The Bell Jar
)
HOW TO WRITE GREAT ESSAYS  CHAPTER 1 Organization
10
3. List: create a roster of items of equal importance.
4.
General to Specific: state supporting details, then the main point, or vice versa.

FOR YOUR REVIEW
■ Remember to use a variety of prewriting techniques, including freewriting,
brainstorming, webbing, and concept mapping.
■ Try different organizational methods such as outlines, pyramid charts, and
lists.

■ Don’t forget that what you read affects your writing, so make sure you read
the very best!
10
11
A
A
fter you submit it, your essay will be one in a large stack given to a reader or read-
ers. In the case of college admissions, readers will have so many essays to read that
they will spend only a few minutes on each. Exit and SAT essays will receive some-
what more time and attention, but it still holds that one reader will be responsible for a large
number of essays. That is why it is imperative that you not only impress your reader(s) with
your unique take on a topic, but also say exactly what you mean as clearly and, in many
cases, as concisely as you can.
Your essay goal is to convey information, including the fact that you can write well. That
goal won’t be achieved if your readers don’t understand your first few sentences or para-
graphs, and stop reading, or if they finish reading but fail to grasp your message. Learning
how to be a clear and accurate writer will help make your essay readable, and will guaran-
tee that those who read it understand exactly what you mean to say. The five guidelines in
this chapter show you how to clarify your writing.
CHAPTER
Clarity
2
2
Clarity CHAPTER 2 HOW TO WRITE GREAT ESSAYS

HOW TO WRITE GREAT ESSAYS  CHAPTER 2 Clarity
12

ELIMINATE AMBIGUITY
Ambiguous means having two or more possible meanings. Ambiguous language can either

be words and phrases that have more than one meaning, or word order that conveys a mean-
ing different from the one intended by the writer.
Example: The quarterback liked to tackle his problems.
This sentence can be read two ways: the quarterback likes to deal with his problems, or
his problems are his opponents on the field whom he
grabs and knocks down. This kind of
confusion can happen whenever a word has more than one possible meaning.
The quar-
terback liked to address his problems
is a better sentence, and is unlikely to be misunderstood.
Example: My advisor proofread my essay with the red sports car.
Here, the word order of the sentence, not an individual word, causes the confusion. Did
the advisor proofread the essay with his car? Because the phrase
with the red sports car is in
the wrong place, the meaning of the sentence is unclear. Try instead:
My advisor with the
red sports car proofread my essay.
CORRECTING AMBIGUOUS LANGUAGE
Ambiguous: When doing the laundry, the phone rang.
Clear: The phone rang when I was doing the laundry.
Ambiguous: She almost waited an hour for her friend.
Clear: She waited almost an hour for her friend.
Ambiguous: I told her I’d give her a ring tomorrow.
Clear: I told her I’d call her tomorrow.
Ambiguous: A speeding motorist hit a student who was jogging through the park in
her blue sedan.
Clear: A speeding motorist in a blue sedan hit a student who was jogging through
the park.
12
Clarity CHAPTER 2 HOW TO WRITE GREAT ESSAYS


13

MODIFIERS ADD PRECISION
Clarity in essay writing also involves the thoughtful use of modifiers, which make your point
clear and add meaning and originality to your piece. One way to accomplish this is to use pow-
erful and specific adjectives and adverbs. Consider the difference between these sets of sentences:
Sentence A: My grandmother put on her sweater.
Sentence B: My grandmother put on her cashmere sweater.
Sentence A: The football team practiced in the rain.
Sentence B: The football team practiced in the torrential downpour.
In both cases, sentence B allows you to hear the “voice” and impressions of the writer,
giving a more accurate and interesting picture of the action. The first sentences are dull,
and don’t give the reader much information.
The right modifiers (adjectives and adverbs) can also get your message across in fewer,
more accurate words. This is critical in an essay with a specified length. You don’t want to
sacrifice unique details, but sometimes one word will do the job better than a few.For exam-
ple,
Chihuahua can take the place of little dog; exhausted can take the place of really tired;
and late can take the place of somewhat behind schedule.
MODIFIERS QUALIFY AND QUANTIFY
Qualify means to modify or restrict. In this sentence, words that qualify are in italics:
I am applying for a
civil engineering internship with the New York State Department
of Transportation.
Quantify means to express in numbers or measurement elements such as when, how
much, how many, how often, and what scope. In this sentence, words that quantify
are in
italics:
For over

three years, I have been a volunteer, delivering meals four times a week to
over
twenty people.

POWERFUL, PRECISE ADJECTIVES AND
ADVERBS
■ unconditionally accepted
■ forbidding alley
■ unflagging dedication
■ aimlessly walking